The Global Spanish-Speaking Community (SPAN 2204)
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Here we are

Tuesday, Dec. 10: Presentations – check the rubric you created as a class.

Essay #4 – Due date Monday, 16 at the latest.

For your last essay, please write a reflection about the class (approx. 300-350 words). If you already have in mind one specific aspect you would like to write about, please feel free to do it.
Here I am sending you a couple of topics that I hope can guide your writing:
  • Agency: You have been really involved since day one in the decision-making of the class. You (students) were the ones in charge of leading discussions in class, selecting several readings during the semester, picking your topics for your essay, and so on. Think critically about your learning process, how you have approached the different decisions and how these decisions (or the process of decision making) has impacted your learning experience inside and outside the classroom.
  • Engagement: For the final project, you have completed different stages, reflect on your experience during these multiple stages, and the (creative) skills to produce the final essay (including the writing, giving feedback to your classmates, creating the rubrics, etc), work that is going to have a space, a meaning, and a repercussion outside the class.
  • (For some of you) The technology component: One of the course objectives was to develop and strengthen your technology/computer skills using software that combines text, images, audio, and other media. Think critically about your learning process during this semester, what you have learned, your frustrations/challenges, and how you are going to be able or not to use these skills outside this class.

Tuesday, Dec. 3: Discussion / Final essay

Homework: Second draft / Final essay due Saturday, Dec. 7 (noon)

Tuesday, Nov. 26: Discussion about  readings about zines from this week together with our impressions/reactions from the exhibition at The Latinx Project (30-40 min. approx.)

Feedback session & Workshop day:

  • Make sure to add your first draft to the link provided in the google doc (INDEX)
  • Bring YOUR LAPTOP 100% charged since there are not 20 outlets in the classroom.
  • Download the software you need before coming to class – if you are working with audio – make sure your download the AUDACITY app (link available on the site)
  • If you are working with audio files, you will need your HEADPHONES.
  • If you have already conducted some interviews, please make sure to bring the original consent form(s) (I will archive them)

Shareable link: https://docs.google.com/document/d/1OSBO5NOkGDBw_hZsrpXCjq0Ki-KOnOkNaigz2nD5CwU/edit?usp=sharing

Homework: Readings (Angela / Alex / Noel / Prashanth / Cinthia Huertero / William / Brenda )

  • Gardener, J. (2017). Expecting the Inevitable: DACA and Mental Health.
  • Gimenez-Arce, L. (2019). Language Access in Early and Late Spanish-English Bilinguals: An ERP Study.
  • Essay #3 (Sunday, Dec. 1st)

HAPPY THANKSGIVING!!!

Tuesday, Nov. 19 FIELD TRIP

Tuesday, Nov. 12:

Homework: Field Trip – Latinx Project – Exhibition El Zine: contemporary underground archivesLet’s meet around 5:45 pm – Department of Social and Cultural Analysis 20 Cooper Square, 4th floor.

Readings (Noemi / Angela Geraci / Rebecca / Noel / Sheila)

  • Lonsdale, C. (2015). Engaging the” Othered”: Using Zines to Support Student Identities. Language Arts Journal of Michigan, 30(2), 4.
  • Ferris, M. A. (2001). Resisting mainstream media: Girls and the act of making zines. Canadian Woman Studies, 21(1).
  • Suggested reading:
    • Desyllas, M. C., & Sinclair, A. (2014). Zine-making as a pedagogical tool for transformative learning in social work education. Social work education, 33(3), 296-316.
  • First draft of your project is due Nov. 26
  • Essay #3 – before Dec. 1st

Tuesday, Nov. 5: Review Essay #1 / Research Essays – Index / Let’s come back to our conversation from last week regarding Language Ideologies & Linguistic Practices: How do linguistic practices shape the Spanish-speaking community? What do we understand as “Spanglish”? /

Homework: What about our teaching practices? (Cinthia Martinez / Jacqueline / Ixchel / Andy / Prashanth)

  • García, O. (2011). 31 Planning Spanish: Nationalizing, Minoritizing and Globalizing Performances. The handbook of Hispanic sociolinguistics, 667.
  • Vega, A. L., & Filippi, C. L. (1981). Pollito Chicken. Vírgenes y mártires, 73-80.
  • Selección de Cuentos de Sandra Cisneros – “Mi nombre”

New resource Volume 9 (2019) The Power of Voice: Contributions of Ofelia García to Language Education

Tuesday, Oct. 29: Workshop – classroom Feedback for the Outline – students give feedback to each other / Discussion about Race & Ethnic labeling / we will make space next class to talk about Language Ideologies & Language Practices

Homework:

Tuesday, Oct. 22: Announcements: Translation Program – Courses Spring 2020 / Rosen Fellowship – more infromation here / Essay #2 (Friday, Nov. 1st)

Dicussion about the film festival – Amerikanuak (Nacho Reig, 2010) and how this movie relates (or not) to the readings that we have been doing this semester.

Discussion: Racial and ethnic labeling (Jasmine / Boris / Yamilex)

Proposal: next steps / Let’s talk about how to search for sources – Bibliography / Outline (due next Tuesday, Oct. 29)

Homework:

  • Outline Final Project  (due next week, Tuesday Oct 29 – email me if you have questions!) Send it to me before noon or bring two hard copies to class.
  • Reminder Essay #2 – Friday, Nov. 1st
  • Readings: Language Ideologies & Linguistic Practices ( Boris / Paola / Edoardo / Angela)
    • Zentella, A. C. (2007). “Dime con quién hablas, y te diré quién eres”: Linguistic (In) security and Latina/o Unity. A companion to Latina/o studies, 25-38.
    • Morales, Ed. 2002. “Introduction: What I’m Talking About When I Speak in Spanglish, or the Spanglish Manifesto,” in Living in Spanglish: The Search forLatino Identity in America. New York, NY: St. Martin’s Press. (Pp. 1-29)
      – Here you have Ed Morales site and his “Living in Spanglish Radio Show

IMPORTANT!!! Schedule change:

  • Oct. 22 – Racial and ethnic labeling (Jasmine / Boris / Yamilex)
  • Oct. 29 – Language ideologies and linguistic practices ( Boris / Paola / Edoardo / Angela)
  • Nov. 5 – Public Image and media (Cinthia Huertero / William)
  • Nov. 12 – What about our teaching practices? (Cinthia Martinez / Jacqueline / Ixchel / Andy / Prashanth)
  • Nov. 19 – FIELD TRIP (Noemi / Angela Geraci / Rebecca / Noel / Sheila)
  • Nov. 26 – ?????? (Angela / Alex / Noel / Prashanth / Cinthia Huertero)
  • Dec. 3 – ?????? (William / Brenda )

Tuesday, Oct. 15: FILM FESTIVAL! We are meeting at Woody Tanger Auditorium at 5pm to watch and dicuss “Amerikanuak” (Nacho Reigh, 2010) – Q&A with Miriam Navas Hernández

Homework – Racial and ethnic labeling 

  • Proposal: Make sure to keep up with your reseach and start reading your sources – we will spend some time during class working on the next step.
  • Essay #2: Here you have the guide for our second essay (same model struture as the first one) – synthesis essay #2, and here is the handout with the different steps that it is going to help you write your essay. Deadline (Friday, Nov. 1st)
  • Readings: (Jasmine / Mayra / Peggy / Boris / Yamilex)

    • Oquendo, A. R. (1995). Re-imagining the Latino/a Race. Harv. BlackLetter LJ, 12, 93.
    • Bailey, B. (2007). Shifting negotiations of identity in a Dominican American community. Latino Studies, 5(2), 157-181.

Tuesday, Oct. 8: NO CLASS (Student’s Hours Monday, Oct. 7)

Tuesday, Oct. 1: NO CLASS (Student Hours)

Tuesday, Sept. 24: Questions about essay #1 (Feedback)/ Student Hours – individual meetings / Let’s start questionning – Free writing with questions / Discussion (Cinthia / Noemi / Angela / Rebecca / Madelyn) / Final Essay overview and step #1 Topic Proposal (Tuesday, Oct. 8 / people meeting with me Monday Oct. 7 – due date is Friday, Oct. 11).

Homework – Next class is Tuesday October, 15  (Location: Woody Tanger Auditorium) – FILM FESTIVAL (Jasmine / Paola / Alex/ Edoardo)

  • ELVA AYLESWORTH. “Basque Sheepherder.Northeastern Nevada Historical Society Quarterly (1994): 200-208
  • Douglass, William A. “Through the Looking Glass, or Becoming the Datum.” Revista internacional de los estudios vascos= Eusko ikaskuntzen nazioarteko aldizkaria= Revue internationale des ètudes basques= International journal on Basque studies, RIEV 38.2 (1993): 49-62.
  • The following source is a suggested reading – it is more extense than the others, but I do recommend to check the visuals/pictures

 

Tuesday, Sept. 17: Announcements (Office hours at BC by students) / Essay #1 – feedback) / U.S. Narratives (Jacqueline / Ixchel / Andy / Kaiying / Brenda)

CUIDADO! Course schedule change!!!!! (Field trip – Oct. 22)

Homework – Performing Identities: (Cinthia / Noemi / Angela / Rebecca / Madelyn)

  • Zentella, Ana Celia. “Latin@ languages and identities.” Latinos: Remaking America (2002): 321-338.
  • Anzaldúa, Gloria. Borderlands: la frontera. Vol. 3. San Francisco: Aunt Lute, 1987.
  • Other readings & material:
    • Borderlands/Lafrontera podcast (The Vocal Fries. The Podcast about Linguistic Discrimination)
    • ZENTELLA, A. C. (1997). Growing up bilingual. Oxford: Blackwell.
      • Zentella, Ana Celia. “Growing up bilingual: Puerto Rican children in New York.” Lingua 1.103 (1997): 59-74.
    • Hill, Jane. “Mock Spanish: A site for the indexical reproduction of racism in American English.” Race, ethnicity, and gender: Selected readings (2007): 270-284.

 

Tuesday, Sept. 10: Announcements (Language Lunch Tables) / Possible Field trip (for now, Oct. 22) / Check-in (course site, readings, annotations, blog, resources). Discussion, thoughts on Essay #1 & readings / Free writing / Leading discussion by Madelyn, Yamilex & Sheila / Brainstorming about our final product/paper

Homework:

  • Readings (Jacqueline / Ixchel / Andy / Kaiying / Brenda)
    • Chavez, Leo. 2008. “Chapter 1: The Latino Threat Narrative,” in The Latino Threat: Constructing Immigrants, Citizens, and the Nation. Stanford, CA: Stanford University Press. (Pp. 21-43)
    • Huntington, Samuel P. 2004. The Hispanic Challenge. Foreign Policy 141:30-45.
  • Suggested readings & other material:
    • Cano, Gustavo. “Mucho Grande Problema: Is That Right Mr. Huntington?.” (2004).
    • The Latino Threat Narrative” (The Vocal Fries. The Podcast about Linguistic Discrimination)

 

Tuesday, Sept. 3: REMINDER – THERE IS NO CLASS

Homework:

  • If you haven’t done it yet, please send me te bio and the photo/image for the site and complete the questionnaire.
  • Readings (Madelyn / Yamilex / Sheila)
    • Ruiz, Vicki L. “Nuestra América: Latino History as United States History.” The Journal of American History 93.3 (2006): 655-672.
    • Lozano, Rosina. “Introduction.” An American Language: The History of Spanish in the United States. Vol. 49. Univ of California Press, 2018.

 

Tuesday Aug. 27: Introductions – What do we want to do this semester? / Discussion of the content, final project, essays, rubrics and Technology / Introduction to the CUNY Academic Commons (sign in to the Commons and to the class) / Annotations (How do we annotate & Hypothes.is) / Questions (Padlet.com) – https://bit.ly/30AiBqu

Homework:

  • Complete questionnaire
  • Short Bio with photo/image (to add it to the site – be creative!)
  • Readings:
    • Acuña, Rudolfo. “Occupied America.” The Latino/a Condition: A Critical Reader, (2011): 61-4
    • Wallerstein, Immanuel. “Latin@ s: What’s in a Name?.” Latino/as in the World-system. Routledge, 2015. 37-46.
    • Dussel, Enrique. ““Ser Hispano”: Un Mundo en el “Border” de Muchos Mundos.” Latino/as in the World-system. Routledge, 2015. 47-62.
  • Reflective Essay #1 – due Sunday, Sept. 8th (send it to me by email): No more than 2 pages / 12pt Times New Roman Font / Double space). Discuss common themes addressed in the readings and the ways in which the various authors “talk to one another” about these themes. How does these articles contribute to our understanding of particular idea? This is a starting point for me to know more about your writing as well as critical thinking skills. However, if you need more guided instructions, please check this Essay handout.
  • Suggested readings:
    • Suárez-Orozco, Marcelo M. and Francisco X. Gaytán. 2009. “Preface to the 2009 Edition,” in Latinos: Remaking America. Berkeley, CA: University of California Press. (Pp. xi-xxiii)
    • Quijano, Anibal. “Coloniality of power and Eurocentrism in Latin America.” International Sociology 15.2 (2000): 215-232.

 

Dear students:

Welcome to SPAN 2204 “The Global Spanish-Speaking Communities: From Imperial Conquests to Latino/a Diaspora”! My name is Inés Vañó García and we will be working together this semester. Our class meets Tuesday at 5:05pm (Boylan 4137).

This will be our online platform/site. Here you will be able to find the material for this course, day-by-day calendar, and an updated syllabus. This is also a place where we will be able to share our thoughts, ideas and ask many questions.

Looking forward to working with you this semester.

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